EDC 586: Problems in Education

TOPIC: Supervision & Evaluation of Professional Staff (3)

David Byrd, Professor
Director, School of Education
University of Rhode Island
401 874-4068
dbyrd@uri.edu

Course Description:

The course focuses on the supervision of classroom environments and the relationship of instructional procedures to the processes of observation and conferencing that offer both technical and developmental support for teachers.

Course Goal: The purpose of this course is to develop the skills for effective supervision of instruction while exploring the theoretical foundation and the knowledge base in the field of supervision.

Course Objectives:
Participants will:
· Use a variety of supervisory models to improve teaching and learning (e.g., clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills).
· Note the differences in intents, processes, and outcomes between supervision and teacher evaluation (e.g., summative vs. formative) by applying effective job analysis procedures, supervisory techniques, and performance appraisal for instructional and non-instructional staff.
· Explore the relationship between supervision and effective teaching (instruction) by developing collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.
· Discuss the differences of supervision and evaluation for pre-service, beginning, and professional teachers by applying adult learning strategies to professional development, focusing on authentic problems and tasks, and using mentoring, coaching, conferencing, and other techniques to ensure that new knowledge and skills are practiced in the workplace.
· Articulate a belief system and vision about the role of the supervisor as an agent for instructional and non-instructional staff to be able to formulate and implement a self-development plan, endorsing the value of career-long growth, and using a variety of resources for continuing professional development.
· Use appropriate interpersonal skills (e.g., exhibiting sensitivity, showing respect and interest, perceiving needs and concerns, showing tact, and exhibiting consistency and trustworthiness) while working with the instructional staff on the process of continuous improvement of instruction.
· Create the conditions that motivate staff ... while supervising individuals in the classroom and the overall instructional program.
· Describe the process of supervision and evaluation at the district and building levels.
· Develop a professional learning and development plan for teachers based on the principles of adult learning theory and knowledge of career stages, interpretation of classroom observation data, the learning needs of students in which the teacher is responsible and the wide-range of knowledge and research about instructional methods.

ISLLC(I)/RI Leadership Standards Addressed Instructional Strands: Supervision & Evaluation of Professional Staff

I-#1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community I-#3 An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. 1-#5 An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. RI-#1 Education leader ensure student achievement by guiding the development, articulation, implementation, and sustenance of a shared vision of learning and setting high expectations for each student RI #3 Education leaders ensure the success of each student by supervising and managing organizational systems and resources for a safe, high performing learning environment RI #5 Education leaders ensure the success of each student by modeling personal development, ethical behavior and acting with integrity

Required Texts:
Supervision That Improves Teaching and Learning: Strategies and Techniques, Susan Sullivan

Talk About Teaching!: Leading Professional Conversations, Charlotte Danielson


Additional Recommended Readings:
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). Supervision and instructional leadership: A developmental approach (7th ed.). Boston, MA: Allyn & Bacon. ISBN: 0205489532

Nolan, J. Jr. (2007). Teacher supervision and evaluation: Theory into practice (2nd ed.). John Wiley & Sons, Inc. ISBN: 9780470084052

Oliva, P. F. (2008). Developing the curriculum (7th ed.). Boston, MA: Allyn & Bacon. ISBN:

Online Tapes of Teaching for Review and Evaluation

©Inside Teaching Carnegie Foundation
©http://gallery.carnegiefoundation.org/insideteaching/
©http://insidewritingworkshop.org/classroom/mwhite/video_pages/?cat=con

Additional Readings (online PDFs)
District Comprehensive Evaluation Systems (Models for your assignment)
SAU Brookline, FIRST Prince George's County, Ann Arbor


Examples of New Evaluation Systems (Read for Week 2)
Rhode Island Evaluation System



Cincinnati: Evaluation System




Washington, DC Project IMPACT Teacher Evaluation
http://dcps.dc.gov/DCPS/In+the+Classroom/Ensuring+Teacher+Success/IMPACT+%28Performance+Assessment%29

Evaluation Guidebook
http://dcps.dc.gov/DCPS/In+the+Classroom/Ensuring+Teacher+Success

Instruments for evaluation
http://dcps.dc.gov/DCPS/In+the+Classroom/Ensuring+Teacher+Success/IMPACT+%28Performance+Assessment%29/IMPACT+Guidebooks


New Haven: New Teacher Contract


Teacher Evaluation 50 State Review Since NCLB (Read for week 3)

Teacher Evaluation: Rush to Judgment

National Standards


Overview Improving Teacher Evaluation (Read for week 4)



Teacher Teams for Instructional Improvement V/S Evaluation


Tying Evaluation to Student Achievement (Read for Week 5)

Peer Assistance and Review: PAR


Principal Priority: Instructional Leadership

Course Requirements:

Ø Participants are expected to attend all classes. Students must contact instructor(s) beforehand for absences and tardiness.
Ø All students will be required to make an individual presentation to the class, as well as to participate in a group presentation.
Ø Students are expected to read assigned material prior to class and participate in class and group discussions.
Ø A final paper will be required using the guidelines outlined in the Publication Manual of the American Psychological Association.
Ø Final project must be completed on time.

Assignments/Tasks and Reflections:
Ø The value of participant’s collaboration with the principal is encouraged to bring awareness to the results of the project.
Ø Periodic meetings will be held as necessary to assess individual progress of the project.
Ø Instructors will request reflections in a formatted writing prompt after each session taught.
Ø Students must complete many tasks and activities during the classroom time to familiarize themselves to concepts of school organization and administration.
Ø After each session, assignments will be given to address concepts and strategies presented in class; assignments are due for next session.

Course Final Projects: Design and implement Components for a Comprehensive Evaluation System (Portfolio Evidence-Standard 1,3,5)

I. Select an observation or evaluation instrument from the literature on instructional supervision. Describe the instrument and discuss the specific purpose and procedure for use. Using the instrument to complete 5 separate evaluations - 3 formative evaluations spaced over time of an instructional staff member (single person), 1 evaluation of a non-instructional staff member, 1 evaluation of a peer during their principal internship. Summarize the supervision process and the strategies you utilized and discuss the strengths and weaknesses of the process and the instrument. Supervision/evaluation process should include:

• Pre-observation
• Observation (process and instrument)
• Post-observation and summative processes
• Growth components

Issues to consider include pre-observation agenda, timeline, lesson plan format (objectives, standards GLEs/GSEs,see model PDF below) artifacts (data, student work, assessment rubrics), evaluation rubric, professional standards for disrtrict, etc.

Sample Lesson Plan Rubric

II. Each participant will be expected to conduct an interview with a practicing elementary or secondary school principal.
The set of questions on the interview should encompass the principal’s role relative to Standards:
I-#1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community
I-#3 An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
1-#5 An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
RI-#1 Education leader ensure student achievement by guiding the development, articulation, implementation, and sustenance of a shared vision of learning and setting high expectations for each student
RI #3 Education leaders ensure the success of each student by supervising and managing organizational systems and resources for a safe, high performing learning environment
RI #5 Education leaders ensure the success of each student by modeling personal development, ethical behavior and acting with integrity

III. As a result of these interviews, your past experiences, and your readings and study, develop a plan to achieve each of these standards.

Course Project Criteria:
Focus/Purpose: There is clarity of purpose.
Interview questions address issues based upon what you want to know
Questions should elicit both direct and open-ended answers
Project structure: There is completeness and clarity in structure i.e. introduction, body, conclusion.
Analysis: Analysis is coherent; flows and builds from one point to another.
Data: Data support analysis: That is, artifacts are pertinent to analysis; compelling data from professional sources, as well as self-collected data if applicable; support analysis.

Grading:

Class Participation	Each participant must contribute pertinent information/knowledge to the discussion	10%
Project I	Supervision and Evaluation	700%
Project II	Interview Principal	10%
Project III	Plan to Achieve Standards	10%
		100%

Course Schedule:

SESSION	TENTATIVE TOPICS	RELATED READINGS
May 27	Supervision and Evaluation
June 3	1. Context for Supervision What Is Supervision? The Influence of History Supervision in the Late 19th Century Democratic Methods and Supervision Standards-Based Supervision Understanding the History of Supervision Implications for the Practice of Supervision Assessing Belief Systems Examples of Personal Vision Statements lip_image001.png 1. Why Professional Conversation? The Imperative for Improvement in Teaching The Nature of Teacher Learning Promoting Professional Learning Through Conversation Assumptions Underlying Professional Conversations The Demands of Teaching The Contextual Nature of Teaching The Role of Feedback Summary	Read: Chapter 1. Supervision That Improves Chapter 1. Talk About Teaching
June 10	2. Interpersonal Approaches to Supervision How We Learn Listening. Reflecting, and Clarifying Techniques Approaches to Providing Feedback Guidelines for Reflective Practice 2. Power and Leadership in Schools Overview The Reality of Power Leadership in a Professional Organization Exhibiting Professional Competence Establishing Trust Reconciling Power and Leadership Creating the Vision: Establishing the Big Ideas Purposing Creating and Sustaining a Learning Organization Using Positional Authority to Promote Good Teaching Serving as Coach	Read: Chapter 2. Supervision That Improves Chapter 2. Talk About Teaching
June 17	3. Observation Tools and Techniques Supervision Scenario Thirty-Two Tools and Techniques for Observation Quantitative Observation Tools Qualitative Observation Tools 3. The Big Ideas That Shape Professional Conversations What Constitutes Important Learning? Necessary Skills and Knowledge The Description of Content What Causes Learning? How Are Students Motivated? What Is Intelligence, and How Do Students' Views Influence Their Actions? The Merging of All These Ideas	Read: Chapter 3. Supervision That Improves Chapter 3. Talk About Teaching
Sept. 9	4. An Introduction to Reflective Clinical Supervision A Definition of Clinical Supervision The Reflective Clinical Supervision Cycle 4. The Topics for Conversations Power, Leadership, and the Big Ideas Clarity of Purpose Rigorous Learning Tasks and Assignments High Levels of Energy and Student Engagement A Safe and Challenging Environment Smooth Organization and Management Routines Should Be Created With Student Participation Routines Must Be Taught Implementation of School or District Initiatives	Read: Chapter 4. Supervision That Improves Chapter 4. Talk About Teaching
Sept 16	Supervision and Evaluation	Online Discussion
Sept 23	5. Alternative Approaches: Case Studies and Implementation Guidelines Standards-Based Walk-Through Mentoring Peer Coaching A Journey: From Peer Coaching to Critical Friends Portfolios for Differentiated Supervision Peer Assessment: Selection, Support, and Evaluation Action Research 5. Conversation Skills Setting the Tone for Conversation Linguistic Skills Establishing Rapport Using Positive Presuppositions Inviting and Sustaining Thinking Probing Paraphrasing	Read: Chapter 5. Supervision That Improves Chapter 5. Talk About Teaching
Sept 30	Supervision Project	Online Discussion
Oct. 7	6. Supervision to Improve Classroom Instruction: Next Steps Next Steps Guidelines for Creating a Supervisory Platform "For Me, Personally": My Supervisory Platform Conclusion—Or Just a Beginning? 6. Informal Professional Conversations Purpose Settings for Professional Conversations Nontenured Teacher and a Nonsupervisory Colleague, Such as an Instructional Coach Nontenured Teacher and a Supervisor Tenured Teacher and a Nonsupervisory Colleague, Such as an Instructional Coach Tenured Teacher and a Supervisor Procedure The Observation The Conversation	Read Chapter 6 Supervision that Improves and Resource A. Microlab Guidelines Resource B. Fishbowl Guidelines Resource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual Classroom Resource D. Observation Practice Sheets Chapter 6. Talk About Teaching
Oct. 14	Supervision and Evaluation	Online Discussion
Oct. 21	7. . Implementation Issues Finding Time for Conversation Communicating the Purpose Establishing Trust Creating a Safe Environment Acting With Consistency Maintaining Confidentiality Demonstrating Commitment to Learning Indicating Vulnerability Forging Understanding and Consensus on the Big Ideas What Constitutes Important Learning? What Causes Learning? How Are Students Motivated? What Is Intelligence, and How Do Students' Views Influence Their Actions? Elaborating the Topics for Conversation 8. Conversation Activities for Implementation Establishing the Foundation Communicating the Purpose Conversation Activity 1: Establishing the Contributors to Student Learning Conversation Activity 2: The Principal's Role in Promoting Good Teaching Establishing Trust Conversation Activity 1: Identifying an Environment of Poor Levels of Trust Conversation Activity 2: Creating and Enhancing a Trusting Environment Conversation Activity 3: Creating an Action Plan for Trust The Big Ideas: Considering High-Level Learning Conversation Activity 1: Reflecting on One's Own Recent Learning Conversation Activity 2: Thinking About the Changing World Conversation Activity 3: Ensuring Important Learning How Do People Learn?	Read: Chapter 7. Talk About Teaching Read: Chapter 8. Talk About Teaching

Dec. 9	Final class reporting out on final project - Educator Evaluation

Special Consideration: If you have a documented disability which may require individual accommodations, please make an appointment with me prior to the next class meeting. We will discuss how to meet your needs to ensure your full participation and fair assessment procedures.